5 Common Misconceptions About Bloom’s Taxonomy
Many educators have a mistaken view of the Bloom’s Taxonomy and the levels in it, as the following errors suggest.
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Grant Wiggins
31 Of The Most Influential Books About Education [Updated]
Note that there are no books about education on the list from 1990 – present. Too early to make the call, in my humble opinion.
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27 Characteristics Of Authentic Assessment
An authentic assessment is meant to focus on the impact of one’s work in real or realistic contexts.
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5 Tips To Help Students Arrive At Their Own Understandings
Initially, in your teaching, you may want to practice aiming only for one Understanding per unit to get a feel for the kind of groundwork.
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8 Ways To Help Students Improve Their Academic Reading
What is ‘academic reading’? And do my students know exactly what to do when they struggle with it both in and outside of the classroom?
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Transfer Of Understanding In Math And Reading
The problem: transfer of understanding is poor. Students do not understand that the long-term and bottom-line goal of education is transfer.
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Understanding: The Problem With Breaking The Whole Into Parts
Mastery of a complex whole requires designing backward from the complex whole and the interesting questions related to it.
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How Student Work Models Make Rubrics More Effective
Without models of student work to validate and ground them, rubrics are often too vague for students to be useful.
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How Much Freedom Should A Teacher Have?
Where should there be obligation and where should there be freedom in choice of pedagogy, models, and curriculum?
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14 Questions Every Teacher Should Ask About Lesson Plans
Good questions to guide teacher lesson plans should help move the teacher from ‘What will students do?’ to ‘How can I help them understand?”
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The Point Of School Isn’t To Be Good At School
The point of school is not to get good at school but to effectively parlay what we learned in school in other learning and in life.
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The Problem With Coverage Teaching
“Coverage” is ultimately an egocentric delusion, a form of teacher blindness that because we teach it, students will get it & appreciate it.
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